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All Journal IRJE (Indonesian Research Journal in Education) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE PROJECT (Professional Journal of English Education)
Imelda Woa Wene
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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English Teachers’ Performance Evaluation as a Means for Their Professional Developments Imelda Woa Wene; Retno Muljani
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.164 KB) | DOI: 10.22437/irje.v4i2.10167

Abstract

The study aimed to reveal how the teacher performance evaluation methods implemented by a private Catholic senior high school in Malang, East Java facilitated its English teachers towards their professional developments. This study employed a case study approach. The data from the participants - three senior English language teachers, two students, the school principal, vice principal, the head of Human Resources Development Section and supervisor from foundation were collected through semi-structured interviews. All data were analyzed qualitatively. The results revealed that the school employed five evaluation methods, namely, evaluation by students, self-evaluation, and evaluation by peers, evaluation by superior and supervision. The methods employed by the school provided positive impacts on the English teachers’ professional development, although the results of the evaluations did not serve as the main guideline for the school to include the teachers in development activities. The school carried out evaluation to ensure its teacher performance standard and the instruments to conduct the evaluation were always reviewed and adjusted to school culture and authentic conditions. The researchers suggest that the teachers should have their initiatives and build their agency to develop themselves professionally.
CURSING, SEXUAL HARASSMENT, PROFANITY, OBSCENITY AND EPITHET IN DALLAS BUYERS CLUB MOVIE Imelda Woa Wene; Ouda Teda Ena
JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 1: February 2020
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.107 KB) | DOI: 10.33369/joall.v5i1.8920

Abstract

Taboo words are words that are strictly prohibited to be used due to the fact that they may cause misunderstanding or conflict and are not appropriate. Therefore, it is important to understand taboo words in order to avoid using inappropriate words.This studyexamines the use of taboo words by the characters in Dallas Buyers Club movie. It focuses on the types of taboo words and reasons that influence the characters to use taboo words in the movie. This study used content analysis method as the research method. The sources of data were the movie and its transcription. The researchers obtained the data from the characters’ utterances. This study finds there are five types of taboo words, namely cursing, profanity, obscenity, epithet and sexual harassment. Cursing is the most frequently taboo word used by the characters in the movie. The researchers also find that he reasons for using the taboo words are humor, psychological condition, ethnic group identity and social class. Psychological condition is the dominant reason for the characters’ use of taboo words. The result of this study provides an in-depth understanding of the usage of English taboo words in movies that might influence young English learners.
MILLENNIAL ENGLISH TEACHER IDENTITY: EMOTIONS AND RESILIENCE IN TEACHING Imelda Woa Wene; Ouda Teda Ena
PROJECT (Professional Journal of English Education) Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i2.p245-251

Abstract

This study investigates the aspects of emotions and how those emotions affect the resilience of millennial English teachers in teaching. Millennial teachers face severe challenges in teaching. They meet different demands every day in school. This situation forces them to make challenging decisions every day. Therefore, it is crucial for them to have the ability to control emotions and resilience in teaching. In this study, the sampling strategy used to select participants was purposeful sampling. The participants were millennial English teachers who were teaching in a private elementary school. In gathering the data, the researchers applied a semi-structured interview with open-ended questions. The participants were asked about how they experienced their professional teaching careers, the struggles they encountered, especially in terms of emotions and how they overcome the problems they faced in the workplace. A narrative analysis was used in this study to analyze the interview data. The researchers analyzed the participants’ answers to find important points to answer the research questions. The results showed that the millennial teachers experienced complex emotions such as disappointment, and resentment when dealing with students, colleagues and students’ parents. However, those complex emotions did not make them leave their profession as teachers. Keywords:  Emotions; Resilience; Teacher Identity; Millennial Teacher
Co-Authors Ouda Teda Ena Ouda Teda Ena Retno Muljani